Practices to Support Transition to Postsecondary Education, Employment, and Independent Living
Content in the following articles provide guidance regarding the selection and implementation of evidence-based practices and promising interventions for DO-IT projects.
Atkins, B. J. (1988). An asset-oriented approach to cross-cultural issues: Blacks in rehabilitation. Journal of Applied Rehabilitation Counseling, 19(4), 45-49.
Burgstahler, S. (2005). The role of technology in preparing for college and careers. In E. E. Getzel & P. Wehman (Eds.), Going to College: Expanding Opportunities for People with Disabilities (pp. 179-198). Baltimore, MD: Brookes.
Burgstahler, S., & Chang, C. (2008). Gender differences in perceived value of components of a program to promote academic and career success for students with disabilities. Journal of Science Education for Students with Disabilities, 12(1).
Cobb, B., & Alwell, M. (2007). Transition planning/coordinating interventions for youth with disabilities: A systematic review. National Secondary Transition Technical Assistance Center.
Cobb, B., Lehmann, J., Newman-Gonchar, R., & Alwell, M. (2008). Self-determination for students with disabilities: A narrative meta-synthesis. National Secondary Transition Technical Assistance Center.
Duerstock, B. S., & Shingledecker, C. A. (Eds.) (2014). From college to careers: fostering inclusion of persons with disabilities in STEM. Washington, DC: American Association for the Advancement of Science.
Grigal M., Madaus, J., Dukes, L., & Hart, D. (2018). Navigating the transition from high school to college for students with disabilities. New York: Taylor & Francis Group.
Field, S., & Hoffman, A. (1994). Development of a model for self-determination. Career Development of Exceptional Individuals, 17, 159-169.
Field, S., & Hoffman, A. (1996). Increasing the abilities of educators to support youth self-determination. In L. E. Powers, G. H. S. Singer, & J. Sowers (Eds.), On the road to autonomy: promoting self-competence in children and youth with disabilities. (pp. 171-187). Baltimore: Paul H. Brooks.
Field, S., Martin, J., Miller, R., Ward, M., & Wehmeyer, M. (1998). Self-determination for persons with disabilities: A position statement of the division on career development and transition. Career Development for Exceptional Individuals, 21(2), 113–128.
Field, S., Martin, J., Miller, R., Ward, M., & Weymeyer, M. (1999). A practical guide for teaching self-determination. Reston, VA: Council for Exceptional Children.
Getzel, E. E., McManus, S., & Briel, L. W. (2004). An effective model for college students with learning disabilities and attention deficit hyperactivity disorders. National Center for Secondary Transition Research to Practice Brief, 3(1).
Gil-Kashiwabara, E., Hogansen, J. M., Geenan, S., Powers, K., & Powers, L. E. (2007). Improving transition outcomes for marginalized youth. Career Development for Exceptional Individuals, 30(2), 80-91.
Hadley, A. M, Mbwana, K., & Hair, E. C. (2010). What works for older youth during the transition to adulthood: Lessons from experimental evaluations of programs and interventions. Fact Sheet (publication #2010-05). Washington DC: Child Trends.
Isakson, C., & Burgstahler, S. (2008). College preparation and participation: Reports from individuals who have speech and mobility disabilities. Review of Disability Studies: An International Journal, 4(3), 18-32.
Jackson, D. L., Starobin, S. S., & Laanan, F. S. (2013). The shared experiences: Facilitating successful transfer of women and underrepresented minorities in STEM fields. New Directions for Higher Education, (162), 69-76.
Jolly, E. J., Capbell, P. B., Perlman, L. Engagement, capacity and continuity: An overview of a trilogy for student success. Groton, MA; St. Paul, MN: Campbell-Kibler Associates, Inc.; Science Museum of Minnesota.
Lamb, P., Brown, M., Hodges, B., & Foy, D. (2005). Building bridges toward science careers for youth with disabilities. NCSET Research to Practice Brief, 3(2).
Leake, D., Burgstahler, S., Rickerson, N., Applequist, K., Izzo, M., Arai, M., & Picklesimer, T. (2006). Literature synthesis of key issues in supporting culturally and linguistically diverse students with disabilities to succeed in postsecondary education. Journal of Postsecondary Education and Disability, 18(2), 149-165.
Oslund, C. (2013). Succeeding as a student in the STEM fields with an invisible disability : A college handbook for science, technology, engineering, and math students with autism, ADD, affective disorders, or learning difficulties and their families. London; Philadelphia: Jessica Kingsley.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
Stewart, D., Freeman, M., Law, M., Healy, H., Burke-Gaffney, J., Forhan, M., Young, N., & Guenther, S. (2009). 'The best journey to adult life' for youth with disabilities: An evidence-based model and best practice guidelines for the transition to adulthood for youth with disabilities. Ontario, CA: Canchild Centre for Childhood Disability Research.
Test, D. W., Karvonen, M., Wood, W. M., Browder, D., & Algozzine, B. (2000). Choosing a self-determination curriculum. Teaching Exceptional Children, 33,(2), 48-54.
Test, D. W., Mazzotti , V. L, Mustian, A. L., Fowler, C. H., Kortering, ;L., Kohler, P. (2009). Evidence-based secondary transition predictors for improving postschool outcomes for students with disabilities. Career Development for Exceptional Individuals, 32(3).
Valentine, J. C., Hirschy, A. S., Bremer, C. D., Novillo, W., Castellano, M., & Banister, A. (2009). Systematic reviews of research: Postsecondary transitions identifying effective models and practices. Louisville, KY: National Research Center for Career and Technical Education.